JELLL

Investigating the Effectiveness of Task-Based Language Teaching: A Comparison of Task-Based and Traditional Methods in Improving Language Skills

2025-12-03T06:44:21+00:00

This research paper explores whether Task-Based Language Teaching (TBLT) is better than old-school methods like the Grammar-Translation Method (GTM) and Direct Method for learning languages. By comparing TBLT with these traditional methods, we aim to see which one helps learners improve their language skills more effectively. Using an experimental research approach, we collected data from learners who experienced both TBLT and traditional methods. We used tests to measure language skills before and after the experimentation and gathered feedback from learners. Results show that although TBLT is more helpful in improving speaking, listening, reading, and writing skills compared to traditional methods, there is still a need to use methods like GTM depending on the learners’ context. TBLT involves interactive tasks that encourage real communication, making learning more engaging and independent. Traditional methods, on the other hand, focus more on memorization and rules. This study suggests that TBLT is a more efficient approach to learning languages, emphasizing the importance of practical, learner-centered methods in language education. However, sometimes it is better to use an eclectic approach to cater to the students’ required needs. Depending on the context and available resources, combining several different teaching methods or an eclectic way is the best strategy for maximum efficacy.

Beyond the Shortcut: The Double-Edged Role of AI in Nurturing Creativity and Learning under Pakistan’s Plagiarism Rules

2025-12-02T10:29:23+00:00

Artificial Intelligence (AI) is rapidly reshaping the way students learn and writers create. In Pakistan, the rise of AI-driven tools such as ChatGPT, Grammarly, and paraphrasing software presents both opportunities and challenges. On one hand, AI supports creativity, enhances writing fluency, and helps learners build confidence. On the other hand, it risks encouraging over-dependence, weakening originality, and clashing with plagiarism policies enforced by the Higher Education Commission (HEC).

This paper explores the double-edged role of AI in creative writing and academic learning. It reviews current debates on AI and creativity, analyzes the benefits and drawbacks for students, and examines plagiarism regulations in Pakistan. The study argues that AI should not be treated as a shortcut to success but as a partner in the learning journey. Responsible integration, awareness of plagiarism policies, and fostering human creativity alongside technology are recommended for balanced use.

Effects of Motivation on English Language Proficiency of The ESL Learners

2025-12-02T10:21:14+00:00

The purpose of this study was to find out the effect of motivation on the English language proficiency of ESL learners at the secondary school level. The study aimed to investigate the learners’ and teachers’ views on the effect and role of motivation on the English language proficiency of ESL learners. Two research objectives were made for this research. The mixed method research was used for this study and two stage sampling technique (Purposive, convenient) were used to select the sample of 400 students for questionnaire data and 6 English teachers for interview from public and private schools of Karachi. The tools for this research were semi-structured interviews and questionnaire. The questionnaire comprised on 24 close-ended statements that were developed on 5 points Likert type scale. The reliability of the instrument was found at 0.864. The interview protocol comprised on 12 questions related to research objectives. The data were analyzed by using two techniques thematic analysis and descriptive statistical techniques. To find out the difference between gender wise t-test was applied. Based on the findings of the research, the result indicated that there is a great effect of motivation on English language learners. So, it is concluded that motivation is an influential factor in learning activity. Without motivation, goals of learning are hard to be achieved because the students’ effort and desire affect the learners in achieving the learning goals.

Keywords: Effect, role, motivation, language, proficiency, learners.

The Use of Urdu Loanwords in American English During the 1979 Soviet-Afghan Intervention: A Corpus-Based Analysis

2025-12-04T09:14:22+00:00

This study examines the presence and frequency of Urdu loanwords in American English during the 1979 Soviet intervention in Afghanistan. Using the Time Magazine corpus available through COCA and a composed list of 278 Urdu words from the Collins American English Dictionary, the research analyzes how geopolitical events influence lexical borrowing in media discourse. Findings show that political, religious, and cultural terms—particularly mujahideen, Taliban, imam, and Shia—experienced marked increases in frequency during 1979. These patterns suggest that media outlets adopt culturally embedded terminology to ensure accuracy and contextual depth during foreign conflict reporting. The study contributes to contact linguistics by demonstrating that geopolitical crises can accelerate lexical borrowing and shape patterns of lexical integration in American English.

Impact of Bilingual Support on English Language Learning among Special Students in Multilingual Classrooms in Pakistan

2025-12-04T09:35:56+00:00

This study explores the impact of bilingual support on English language learning among special students in multilingual classrooms in Pakistan, focusing particularly on learners with learning disabilities, hearing impairments, and mild cognitive challenges. Utilizing mixed methods, including questionnaires and semi-structured interviews with teachers and students from government and private schools in South Punjab, the research investigates the effectiveness of bilingual instructional strategies such as translanguaging and code-switching. The findings highlight significant cognitive and academic benefits of bilingual support, reinforcing sociocultural and Universal Design for Learning (UDL) theories. However, challenges related to teacher preparedness, resource limitations, and policy implementation were also identified. The study recommends enhanced teacher training, development of bilingual resources, and policy reforms to foster inclusive education for special students in Pakistan’s linguistically diverse classrooms. This research contributes to filling the gap in bilingual education literature for special needs students and offers practical implications for educators, curriculum designers, and policymakers.